Part I: Designing Teaching to Foster Active and Developmental Learning (Mp3)
Today's Podcast: Designing Teaching to Foster Active and Developmental Learning
by Tim Riordan, Associate Vice President for Academic Affairs and Professor of Philosophy at Alverno College.
As the title suggests, this workshop engages participants in an exploration of the principles and practices that foster active and developmental learning. Drawing from the experience of Alverno College, where faculty and staff have developed and refined an ability-based curriculum for more than thirty years, the workshop will address:
- Processes for articulating learning expectations for our students
- The developmental aspects of teaching, learning, and assessment
- Ways of designing courses to engage students in active and developmental learning
- Forms of collaborative inquiry that foster scholarly teaching
In the first part of the workshop participants consider together the principles, practices, and insights that have informed the work of the Alverno College faculty and staff in creating a student learning-centered culture. In the second part of the workshop participants use those principles, practices, and insights to begin exploring implications for enhancing student learning at Columbus State Community College.
Tim Riordan is Associate Vice President for Academic Affairs and Professor of Philosophy at Alverno College. He has been at Alverno since 1976 and in addition to his teaching has been heavily involved in developing programs and processes for teaching improvement and curriculum development. In addition to his work at the college, he has participated in national initiatives on the scholarship of teaching, including the American Association for Higher Education Forum on Exemplary Teaching and the Association of American Colleges and University’s Preparing Future Faculty Project. He has regularly presented at national and international conferences, consulted with a wide variety of institutions, and written extensively on teaching and learning. He is co-editor of the 2004 Stylus publication, Disciplines as Frameworks for Student Learning: Teaching the Practice of the Disciplines. He was named the Marquette University School of Education Alumnus of the Year in 2002, and he received the 2001 Virginia B. Smith Leadership Award sponsored by the Council for Adult and Experiential Learning and the National Center for Public Policy and Higher Education.
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